Online scaffolding behavior for speaking EFL improvement: narrative inquiry issues

• Published in: Interactive learning environments Vol. 32; no. 9; pp. 5009 - 5019
• Main Authors: Ardiningtyas, Sri Yulianti, Butarbutar, Ranta, Weda, Sukardi, Nur, Sahril
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 20.10.2024; Taylor & Francis Ltd
• Subjects: CAI; Cognition; Colleges & universities; Computer assisted instruction; English; English (Second Language); English as a second language; English as a second language instruction; English as a second language teaching methods; Foreign languages; online peers; Scaffolding; scaffolding behavior; Second language teachers; speaking; Teachers
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2023.2207608

Speaking English as a foreign language (EFL) requires the proper instructional techniques and tactics. Since then, other techniques, including online scaffolding or more knowledgeable other in the speaking improvement, have been used. The current research employs scaffolding to teach speaking in comparison to teacher-guided. The goal of this research is to describe the scaffolding techniques a teacher uses while scaffolding four students. In order to do this, the current research investigates how learners describe what they had learned and accomplished via speaking class performances, which acts as a scaffold for them. The outcomes identify the six diamonds of scaffolding behaviors, that is, instructor, contingent, consultant, modeling, motivator, and evaluator. However, the researchers assert that there were only a small number of learners because of the difficulty of the subject. According to the research, peer scaffolding should blend or hybrid while teaching spoken EFL at the college level. The report encourages future ethnographic discussions for more research.